ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Katie Fasse Date: 9/30/18

Grade Level: 1st Subject/ Topic: Social Studies- Family Trees
Approx. time spent planning this lesson: 60 minutes *The template will expand as text is added.*
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: Making their family trees
Brief Context: Students will have already learned about family trees and this time they are going to make them
Prerequisite Knowledge/Skills: family trees, writing skills
Lesson Objectives/Learning Targets Aligned Assessments
Consider formative & summative tools
Please number objectives and the aligned assessment measures.
The learner will: I will assess learning by:
1. Make their family tree and share a story about 1. Looking at their family trees and stories
their family

Standards Addressed in Lesson:

1 – H2.0.3 Investigate a family history for at least two generations, identifying various members and their connections in
order to tell a narrative about family life.
Instructional Resources:
Drawing template from teachers Pay Teachers

Consideration of Learners:
How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement, Representation,
Action & Expression) & principles of differentiation. If appropriate, identify individual accommodations you will make
in response to needs or interests of students.
There are going to be students who need a little extra help with making their family trees and writing. Mrs. Haagsma and
I will be wandering around offering help to those who need it. I have also found a template for the students to create
their family tress on so that way students can use the template as a guide. I will also have an example family tree up on
the document camera to help students

DOMAIN 2: THE CLASSROOM ENVIRONMENT

COVENANT MANAGEMENT: Relationship & community building helping students with creating their family trees

CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self- regulation, etc.)

Identify at least 2 ways you will gain whole group attention: counting, “knock knock”, hands on head
Strategies you intend to use to redirect individual students: saying name, touching if needed, chips, moving child

CONTENT MANAGEMENT: flopping, students know when they can or can not flop

PHYSICAL ENVIRONMENT: normal set up but with students flopping

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro: (5 minutes)
- Have students at desk
- Ask a student to tell what a family tree is in 3 sentences- a family tree is a way that we can should different
people in our family and how we are related to each other
- Is a family tree something that you can go outside and touch? – no!
 - Hold up a poster
- Say that we are going to me making our family trees on the back of the poster!
- Show two examples of family trees on the overhead- one as a list and one as a typical family tree
- Say that some parents wrote a list and others wrote out a family tree
- I would like to see a more typical family tree
- Mrs. H and I will be floating to answer questions as needed
- Put example family tree (mine) on the overhead
- Say that I will be keeping this up as a guide to help you as well
- Read through my family tree as an example
- Ask students to get out writing utensils
- Once they have those out they can grab a come up for a paper, and flop!
- I will go around and pass out family tree information!
Development: (20 minutes)
- Students will be making their own family trees on the back of their timeline posters
- Then can do this however they want to but I have left my own family tree as an example
- Mrs. H and I will be wandering around to answer students questions and help
- Some expected questions and answers- “Where do I start?” Do you want to start with you or with your
grandparents?, “Who is this person?” This is your uncle/aunt/cousin etc., “What does this say?” This says…., and
helping students to read their stories
- Once students are done they can decorate their family tree, and then read to self
- Some students parents wrote a story with their family tree, pass out the story with lined paper for those
students to write on
Closure: (15 minutes)
- Ask each student to share his or her family tree with their group
- They have a minute or two to share their family tree and tell a story about their family
- Final wrap up- Are things the same or different from when your grandparents or parents were
children?
- Ask students for their thoughts using their stories as evidence

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

EVIDENCE OF PROFESSIONALISM: using and finding online resources

REFLECTION AFTER TEACHING THE LESSON: